An Audit of Student Satisfaction with Under Graduate ENT Surgery Teaching

2013 ◽  
Vol 95 (4) ◽  
pp. 1-3
Author(s):  
ERM Carr ◽  
M Jones ◽  
M Pankhania ◽  
K Ali ◽  
H Pau
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Ent Surgery ◽  
Nose And Throat

At our institution, ear, nose and throat (ENT) surgery is taught to fourth- and final-year medical students in a four-week long special senses module. This module is a joint ENT and ophthalmology placement. It is structured as an introductory week of lectures and practical sessions followed by a three-week period spent in ENT and ophthalmology clinics and theatres.

An Open Source Solution for “Hands-on” teaching of PET/CT to Medical Students under the COVID-19 Pandemic

2020 ◽  
Author(s):  
Martin Biermann ◽  
Salim Kanoun ◽  
Trond Davidsen ◽  
Robert Gray
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Student Survey ◽  
Technical Challenge ◽  
Course Work ◽  
Pet Ct ◽  
Hands On ◽  
Hands On Learning ◽  
Central Image ◽  
The University

Abstract Aims Since 2017, medical students at the University of Bergen were taught PET/CT “hands-on” by viewing PET/CT cases in native format on diagnostic workstations in the hospital. Due to the COVID-19 pandemic, students were barred access. This prompted us to launch and evaluate a new freeware PET/CT viewing system hosted in the university network. Methods We asked our students to install the multiplatform Fiji viewer with Beth Israel PET/CT plugin (http://petctviewer.org) on their personal computers and connect to a central image database in the university network based on the public domain orthanc server (https://orthanc-server.com). At the end of course, we conducted an anonymous student survey. Results The new system was online within eight days, including regulatory approval. All 76 students (100 %) in the fifth year completed their course work, reading five anonymized PET/CT cases as planned. 41 (53 %) students answered the survey. Fiji was challenging to install with a mean score of 1.8 on a 5-point Likert scale (5 = easy, 1 = difficult). Fiji was more difficult to use (score 3.0) than the previously used diagnostic workstations in the hospital (score 4.1; p < 0.001, paired t-test). Despite the technical challenge, 47 % of students reported having learnt much (scores 4 and 5); only 11 % were negative (scores 1 and 2). 51 % found the PET/CT tasks engaging (scores 4 and 5) while 20 % and 5 % returned scores 2 and 1, respectively. Conclusion Despite the initial technical challenge, “hands-on” learning of PET/CT based on the freeware Fiji/orthanc PET/CT-viewer was associated with a high degree of student satisfaction. We plan to continue running the system to give students permanent access to PET/CT cases in native format regardless of time or location.

scholarly journals 666 Innovations in ENT Surgery During The COVID-19 Pandemic

2021 ◽  
Vol 108 (Supplement_2) ◽  
Author(s):  
M Aziz ◽  
M Benamer ◽  
S Hany ◽  
Y Sahib
Keyword(s):  
Healthcare Workers ◽  
Sinus Surgery ◽  
Healthcare Team ◽  
Ear Surgery ◽  
The Past ◽  
Ent Surgery ◽  
Global Pandemic ◽  
Theatre Staff ◽  
Reduce Risk ◽  
Nose And Throat

Abstract Introduction Severe acute respiratory syndrome coronavirus 2 (SARS-COV-2), is responsible for the coronavirus disease 2019 (COVID – 19) global pandemic. Similar coronavirus epidemics over the past years affected healthcare workers significantly. Aerosol generating procedures (AGPs) presented a unique risk to ear, nose and throat (ENT) Surgeons. We introduce various methods of reducing risk in ENT AGPs. Recommendations During trachesostomies we advocate the adoption of a specialist checklist based on ENT UK guidelines. We also advise the use of a clear drape to create a clear barrier between the patient and staff. For ear surgery we advise suturing 2 microscope pieces together end-to-end so that a clear drape can sperate the patient from surgeon. During nasal and sinus surgery, we advise attaching a clear drape to the sterile camera drape used in rigid nasal endoscopy to create a barrier between patient and surgeon. Discussion Our recommendations will create an extra barrier between the patient and the rest of healthcare team. This should reduce the risks to theatre staff from AGPs. Conclusions COVID 19 is a serious health issue affecting healthcare workers, especially during AGPs in ENT surgery. We recommend several techniques to reduce risk. These can also be used during future epidemics.

scholarly journals Does self-modulated learning vs. algorithm-regulated learning of dermatology morphology affect learning efficiency of medical students?

2019 ◽  
Vol 10 (3) ◽  
pp. e82-90
Author(s):  
Danya Traboulsi ◽  
Jori Hardin ◽  
Laurie Parsons ◽  
Jason Waechter
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Skill Acquisition ◽  
Demographic Data ◽  
The Self ◽  
First Year ◽  
Immediate Feedback ◽  
Learning Efficiency ◽  
Post Test ◽  
First Year Medical Students

Background: Deliberate practice is an important method of skill acquisition and is under-utilized in dermatology training. We delivered a dermatologic morphology training module with immediate feedback for first year medical students. Our goal was to determine whether there are differences in accuracy and learning efficiency between self-regulated and algorithm-regulated groups. Methods: First year medical students at the University of Calgary completed a dermatologic morphology module. We randomly assigned them to either a self-regulated arm (students removed cases from the practice pool at their discretion) or an algorithm-regulated arm (an algorithm determined when a case would be removed). We then administered a pre-survey, pre-test, post-test, and post-survey. Data collected included mean diagnostic accuracy of the practice sessions and tests, and the time spent practicing. The surveys assessed demographic data and student satisfaction. Results: Students in the algorithm-regulated arm completed more cases than the self-regulated arm (52.9 vs. 29.3, p<0.001) and spent twice as much time completing the module than the self-regulated participants (34.3 vs. 17.0 min., p<0.001). Mean scores were equivalent between the algorithm- and self-regulated groups for the pre-test (63% vs. 66%, n = 54) and post-test (90% vs. 86%, n = 10), respectively. Both arms demonstrated statistically significant improvement in the post-test. Conclusion: Both the self-regulated and algorithm-regulated arms improved at post-test. Students spent significantly less time practicing in the self-directed arm, suggesting it was more efficient.

A survey of how and why medical students and junior doctors choose a career in ENT surgery

2016 ◽  
Vol 130 (11) ◽  
pp. 1054-1058 ◽  
Author(s):  
M Bhutta ◽  
R Mandavia ◽  
I Syed ◽  
A Qureshi ◽  
R Hettige ◽  
...  
Keyword(s):  
Medical Students ◽  
Role Models ◽  
Graduate Training ◽  
Forced Response ◽  
Junior Doctors ◽  
Free Text ◽  
Post Graduate ◽  
Ent Surgery ◽  
Post Graduate Training ◽  
National Selection

AbstractObjective:To ascertain determinants of an interest in a career in ENT surgery through a survey of medical students and junior doctors.Methods:A survey was administered, comprising Likert scales, forced response and single option questions, and free text responses, at five different courses or events for those interested in a career in ENT.Results:The survey had an 87 per cent response rate; respondents consisted of 43 applicants for national selection, 15 foundation doctors and 23 medical students. The most important factors that encourage ENT as a career included: the variety of operative procedures, work–life balance, inherent interest in this clinical area and inspirational senior role models. Exposure to ENT in undergraduate or post-graduate training is critical in deciding to pursue this specialty.Conclusion:It is important to promote those aspects of ENT surgery that attract people to it, and to argue for greater exposure to ENT during undergraduate and post-graduate training.

Ear, nose and throat (ENT) surgery

2021 ◽  
pp. 126-139
Author(s):  
Norbert Banhidy ◽  
David Zhang
Keyword(s):  
Ent Surgery ◽  
Nose And Throat

Ear, nose and throat surgery

2021 ◽  
pp. 755-782
Author(s):  
Grant Turner
Keyword(s):  
Airway Obstruction ◽  
Nasal Cavity ◽  
Neck Dissection ◽  
Surgical Procedures ◽  
Radical Neck Dissection ◽  
Anaesthetic Management ◽  
Jet Ventilation ◽  
Ent Surgery ◽  
Nose And Throat

This chapter discusses the anaesthetic management of ear, nose and throat (ENT) surgery (otolaryngological surgery). It begins with a discussion of relevant general principles (including the shared airway), and covers airway obstruction and jet ventilation. Surgical procedures covered include grommet insertion; tonsillectomy; adenoidectomy; myringoplasty; stapedectomy; tympanoplasty; nasal cavity surgery; microlaryngoscopy; tracheostomy; laryngectomy; radical neck dissection, and parotidectomy. It includes pertinent anaesthetic features for a series of additional miscellaneous ENT procedures.

Overview

2019 ◽  
pp. 1-8
Author(s):  
Rogan Corbridge ◽  
Nicholas Steventon
Keyword(s):  
Medical Students ◽  
Learning Objectives ◽  
Nose And Throat

This chapter provides an overview of the scope of the book. It also provides guidance for clinical medical students studying ear, nose, and throat (ENT). A detailed curriculum and a set of learning objectives are provided. The role of research and audit in ENT practice is highlighted.

Teaching Technology with Technology: Computer Assisted Lessons in the Medical School - The First Italian Experience in Nephrology and Dialysis

2002 ◽  
Vol 25 (9) ◽  
pp. 860-866 ◽  
Author(s):  
G.B. Piccoli ◽  
M. Burdese ◽  
D. Bergamo ◽  
E. Mezza ◽  
G. Soragna ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Student Satisfaction ◽  
Real Time ◽  
Computer Assisted ◽  
Academic Teaching ◽  
Italian Experience ◽  
Open Questions ◽  
Interactive Lessons ◽  
The University

Background Dialysis is often neglected in academic teaching. At the University of Torino, Italy, teaching Nephrology (4th year of Medical School) consists of 21 hours of formal lessons, 10 hours/student of interactive lessons (4/10 dedicated to dialysis) and 10 optional lessons (3 regarding dialysis). Interactive and optional lessons widely employ computer assisted teaching. Aim of the study was to evaluate student satisfaction on this approach. Methods Student satisfaction was assessed on 4 sample lessons (166 students), by two short dedicated questionnaires (0–10 scale, open questions). Results High scores were given to the dialysis lessons (median 8/10). Computer assisted interface (median 8/10, range 6–10) was of help in check of knowledge in real time (86%), enhancing participation (61%); 62% suggest extending this experience to selected courses, 38% to all. Conclusions Medical students consider dialysis an important part of the academic teaching of Nephrology; new interfaces may help to enhance student satisfaction.

scholarly journals Mindfulness based stress reduction for medical students: optimising student satisfaction and engagement

2016 ◽  
Vol 16 (1) ◽  
Author(s):  
Declan Aherne ◽  
Katie Farrant ◽  
Louise Hickey ◽  
Emma Hickey ◽  
Lisa McGrath ◽  
...  
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Stress Reduction ◽  
Mindfulness Based Stress Reduction
Sign in / Sign up

Export Citation Format

Share Document